Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 34 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 78% 78% 0 79%
Recognition of race & culture 56% 50% -6 53%
Holding growth mindsets 64% 73% 9 77%
Having high expectations and beliefs 100% 92% -8 90%
Taking accountability for equitable instruction 98% 95% -2 92%
n = 34 n = 34 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 0 72%
Trust in fellow teachers 93% 73% -20 76%
Connectedness to fellow teachers 69% 87% 18 90%
Have influence over professional learning 31% 33% 2 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% 1 72%
n = 29 n = 30 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 70% 73% 4 74%
ELA instructional shifts 72% 74% 2 76%
Fluency 56% 50% -6 50%
Text complexity 78% 86% 8 86%
Close reading 70% 74% 4 76%
Building knowledge 60% 75% 15 75%
Supporting students with unfinished learning 76% 82% 6 82%
n = 10 n = 10 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 61% 62% 2 66%
Math instructional shifts 55% 55% 1 59%
Equitable Math Instruction 71% 74% 4 76%
Supporting students with unfinished learning 63% 72% 10 75%
Effective Teaching Practices 58% 53% -5 58%
n = 24 n = 24 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 100% 75% -25 75%
Whether the lesson is focused on a high-quality text or task 100% 75% -25 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% -25 75%
Whether all students have opportunities to engage in the work of the lesson 100% 75% -25 75%
n = 5 n = 4 n = 4

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"I love how everyone shared their views and we got some
really great insights"

"I appreciate the flow of the day; the opportunities
for break-out groups, discussion, independent work and
processing as well as the information being presented in
different formats."

"It was good to see former colleagues and network with them."

"The breakout sessions were a big help with understanding the
content."

"I enjoyed the breakout rooms with our grade bands and
sharing ideas."

"I now have an understanding of what All Block is and how it
functions."

"The opportunity to learn how to backwards plan and
internalize lessons."

"This was very informative. I feel much more confident about
the skills block versus the modules."

"Very informative and helpful to have a change to talk with
other teachers/coaches."

"I loved the sense of collaboration among all of the
educators. It was great to talk and share perspectives on
math."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Being able to share our re-engagment lesson with someone to
hear feedback or how they would do it."

"People were pretty quiet tonight? Not sure if this is common
with this group. Would love to have heard more voices..."

"Not much - we had awesome facilitators and awesome material"

"I would have loved to have more time to dig into everything
deeper!"

"There was not enough time to plan out the re-engagement
activity. Needed more time to complete and talk about it
with the team."

"Having the materials in my hand to see them in person."

"being able to log in from home rather than school -
distractions and building issues cause some problems for me."

"I may have liked having the same group more often in order
to form more community."

"It was all good. Maybe more videos of real classrooms in
action. There were several, but for each aspect it would
help. As we find our way through the virtual world, videos
of how it looks virtually would be helpful."

"I would have liked to have more planning time involved in
the training."

Additional Comments
Quotes from "Do you have additional comments?"

"every time she works with us, it's powerful. Thank you"

"Tara and Kirsten are AWESOME. Not only was their enthusiasm
infectious but they were also knowledgeable of a classroom
enviroment."

"I just wanted to add that the presenters were professional,
very poised and relatable and they made us feel that our
contributions were valuable and welcomed. They were not over
barring or assertive. I always felt comfortable with them. I
really appreciated that about both presenters."

"I wish all teachers of Guidebooks 9-12 could participate."

"Loved the facilitators. they were professional and friendly"

"I enjoy having a facilitator in the breakout rooms for
clarification purposes."

"Thank you for putting together a comprehensive training on
our EL curriculum and I look forward to bringing some of
these lessons to light."

"The facilitators were very generous with their (over)time
and knowledge!"

"Thank you so much for all the time and effort you put into
this training! It was truly an enjoyable experience."

"I worked all summer to learn the ins and outs of the program
and this class made it come alive. It is also frustrating
that I will not be developing this with the K-4 staff but
will actually return to 20 years ago by teaching grade 7. I
wonder if I should try to institute this on my own."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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